Instructional Strategy And Degree Of Engagement Of Elementary Learners: Basis For Knowledge-Transfer Extension Program

Abstract

The descriptive research determined the instructional strategy and degree of engagement of grade three pupils of selected elementary school in the District of Lemery S.Y. 2019-2020. This study hypothesized that there was no significant difference in the degree of engagement of elementary learners. The respondents of this study were the 156 elementary learners of selected elementary schools in the District of Lemery, chosen through stratified random sampling. A researcher-made questionnaire will be used in the conduct of the study. The result shows that elementary teacher in Benjamin Elementary Scholol (BAES) section A used Interactive Instruction, while the teacher in BAES section B used Experiential Instruction. In Gerongan Elementary School (GES), the elementary teacher used Direct Instruction while in Jose Alminana Memorial Elementary School (JAMES) sections A and C used Indirect Instruction. The teachers in JAMES section B used Direct Instruction, while teacher in JAMES section D used Experiential Instruction. In addition, teachers in Sepanton Elementary School (SES) used Direct Instruction, while the teachera in VIS used Individual Instruction. The degree of engagement of elementary learners according to the instructional strategies used by the teachers when taken as reflected that learners exposed to Direct Instruction was described as “less engaged”; learners who were exposed to Indirect Instruction were also “less engaged”; learners exposed to Experiential Instruction were described as “moderately engaged”; learners exposed to Interactive Instruction were “less engaged”; and learners exposed to Individual Instruction had were also “less engaged”. Generally, the degree of engagement of the learners was described as “less engaged”. The degree of engagement of learners according to the instructional strategies used by the teachers when grouped into sex, showed that both male and female respondents were described as “less engaged”. The degree of engagement of learners according to the instructional strategies used by the teachers of selected elementary schools in the District of Lemery significantly differs when grouped into sex. Hence, the null hypothesis of no significant difference was rejected. The results brought basis for the conduct of knowledge-transfer extension program to different elementary schools about enhancing instructional strategies among elementary teachers.